علی عرب مفرد

Because of the importance of instructor success in the adequacy of instruction and learning, this study aimed to explain the impact of two factors, namely language teachers’ professional identity and autonomy, with respect to their success. To this end, 190 Iranian EFL teachers, including university lecturers and language institute teachers, participated in this study. As for data collection, the Teacher Autonomy Questionnaire (TAQ), the Teacher Professional Identity Scale (TPIS), and the Characteristics of Successful Language Teachers Questionnaire (CSLTQ) were distributed among the respondents. Using Cronbach’s alpha estimates and correlational analyses, the reliability of the questionnaires and the associations among the TAQ, TPIS, and CSLTQ were examined, respectively. The results of Pearson correlations revealed that there were significant positive correlations among all three teacher factors. These findings were also confirmed by Structural Equation Modeling (SEM) results; teacher success was predicted positively and significantly by both professional identity and autonomy. Outcomes of this research suggest that teachers’ professional identity and autonomy are highly beneficial to their success. This study also outlined the elements of teachers’ professional identity that could be more useful for their success. In the end, relevant pedagogical implications are discussed.

This meta-analysis provides a comprehensive evaluation of research studies on computerized dynamic assessment (C-DA) in English language teaching and learning, addressing the need for a systematic overview in light of recent technological advancements. A systematic search across three databases (ERIC, Web of Science, and Scopus) initially identified 2807 articles, with 22 C-DA studies meeting the inclusion criteria after screening. Findings reveal that C-DA significantly enhances language learning outcomes, particularly in reading and listening and writing skills, with large effect sizes reported across multiple studies. Interventionist approaches and quasi-experimental designs were most commonly used, reinforcing the strong impact of mediation on bridging learners' actual and potential performance. While C-DA demonstrated substantial improvements in skill-based outcomes, its effects on affective factors like anxiety and intrinsic motivation were more modest. These findings highlight C-DA’s potential as a transformative tool in language assessment and instruction, particularly when mediation is tailored to learners' needs. However, integrating C-DA with complementary strategies may be necessary to address psychological and motivational factors. 

One of the effective ways to increase the learning opportunities in language classes is provide conditions in which learners can provide feedback on one another’s performance. The results of studies have also confirmed its beneficial effects and even its superior effects compared to teacher feedback. Despite its positive effects, the results of some studies reveal that teachers are hesitant or cautious in their use of peer correction. It is not clear, however, what factors and conditions negatively influence the teachers’ willingness to embrace its potentials in learning. Accordingly, the present study was conducted to investigate the teachers’ attitudes and beliefs in this regard as well as the factors they take into account in their decision to advocate activities that involve the use of peer feedback. For this purpose, in-depth interviews were conducted with 63 Iranian EFL teachers using questions developed based on the related literature. Content analysis of the interviews revealed five major themes including effectiveness of peer corrective feedback, concern about learners’ negative emotional response to PF, the role of learners’ age in being receptive to PF, the role of learners’ proficiency level in PF effectiveness, and teachers’ perception of their learners’ preferences for and attitude toward PF. Generally, the majority teachers seemed to be doubtful in their tendency to use peer correction primarily because they thought their learners are not receptive to peer comments on their linguistic performance. The results carry significant implications for language teachers and teacher education programs.